LESSONPLANforCONTENTMETHODSSEMESTER

Name:
KatelynWatkins

Subject:
SocialStudies

TitleofLesson:
HowdoyoucelebrateThanksgiving?

LESSONPLANTEMPLATE

EstablishingtheLessonFramework

TexasEssentialKnowledge&Skills:

Section:
05
GradeLevel:
Kindergarten

(12)Culture.Thestudentunderstandstheimportanceoffamilycustomsandtraditions.The
studentisexpectedto:
(B)comparefamilycustomsandtraditions.

Objective(s):
StudentswillcomparefamilyThanksgivingtraditions.

Rationaleforteachingthislesson:
Studentsarearoundavarietyofcultureseverydayoftheirlife.Itis
importantforstudentstounderstandthatnoteveryonewillcelebratethesametraditionsorcelebratethem
inthesameway.Inthefuturetheywillneedthisinordertoapplyittotheirplaceofemployment.There
isnoguaranteethattheywillworkwithindividualswhobelieveinorcelebratethesameholidaysand
traditionsastheydo.

ContentAreaLiteracyStrategy/Rationaleforchoosingaspecificstrategy:
Thecontentarealiteracy
strategyIchoseisGalleryWalk.Studentswillrotatetablesanddiscusswithapartnerwhattheysee
differentlyfromtheillustrationinfrontofthemandtheirownillustration.

EnglishLanguageProficiencyStandards(ELPS):

(2)Crosscurricularsecondlanguageacquisition/listening.

TheELLlistenstoavarietyofspeakersincludingteachers,peers,andelectronicmediatogain
anincreasinglevelofcomprehensionofnewlyacquiredlanguageinallcontentareas.ELLsmay
beatthebeginning,intermediate,advanced,oradvancedhighstageofEnglishlanguage
acquisitioninlistening.InorderfortheELLtomeetgradelevellearningexpectationsacrossthe
foundationandenrichmentcurriculum,allinstructiondeliveredinEnglishmustbelinguistically
accommodated(communicated,sequenced,andscaffolded)commensuratewiththestudents
levelofEnglishlanguageproficiency.Thestudentisexpectedto:
(C)learnnew
languagestructures,expressions,andbasicandacademicvocabularyheardduringclassroom
instructionandinteractions

EvaluationStrategies

PreAssessment:
TeacherwillaskindividualstudentsWhatisafamilytraditionyoucelebrateat
Thanksgiving?

FormativeAssessment(s
):

Teacherwillbewalkingaroundlisteningandobservingstudentsasthe
studentsareillustratinghowtheycelebrate,studentsdiscussionsastheyparticipateingallerywalks,etc.

Summative/PostAssessment:
StudentwillillustratehowtheycelebrateThanksgivingandthendiscuss
withapartnerwhatisdifferentfromthewaytheyeachcelebrate.Thestudentswilltakeapictureofboth
illustrationsontheiripadsandvoiceoverwhattheylearnedandhowtheirillustrationsaresimilarand
different.ThestudentswillthenuploadittoSeeSaw.Studentsmustincludehowtheirpicturesaresimilar
andhowtheyaredifferent.

DesigningSupportiveLearningEnvironments

TEACHERUSE
STUDENTUSE
Materials
YellowButcherPaper
Printoutsforstudent
ListofPartnersandGroups
illustrations
Printoutsforstudent
Markers
illustrations
Crayons
Glue
Pencil
Tape

Resources

Technology
TeacherIpad
Ipad
(justifywhyneeded
Projector
SeeSawApp
ornotneeded)
SeeSawApp
CameraonIpad

SETTING
Classroom
Studentsareseatedingroupsof4and5percoloredtable.
Arrangement

Materials
Eachtablehastheirownmartialbasketwherestudentskeeptheirglue,pencil
Management
boxes,scissors,etc.EachstudenthastheirownIpadthatiskeptinitsIpad
homeatthebackoftheclassroom.

StudentGrouping
Studentswillbeinwholegroupforintroductionandinstructions,theywill
illustratepicturesindividually,tablegroupdiscussionsastheyrotatetablesfor
gallerywalk,andthenwholegroupcarpetdiscussion.

TechnologyNeeds
Projector,Ipad,SeeSawApp

SafetyConcerns
Studentspossiblymisunderstandwhattodraworhowmanypicturestodraw.

StudentNeeds/Adaptations

STUDENT
CONTEXTUALFACTOR
StudentA
Behavioral

StudentB

AttentionDisorder

StudentC

VeryLowAcademically

STUDENTNEED/ADAPTATION
Studentdoesnotalwaysdopartnerwork
well,andhasaspecificbehavioralplanthat
allowshimtoearnstarsforgoodbehavior,
heisalsoseatedawayfromothers.Iwill
havehimrotatetoourotherspecialfriends
desk.Thiswayneitherismixingwithother
students,butstillgettingtocomparetheir
picturewithanotherstudents.
Studenthastroublefocusingandstayingon
task.Iwillaskthisstudentquestionswhile
heiscomparinghispicturewithanother
studentstoinsureheisontask.
Thisstudentisfairlynewtoourclassroom
andisverylowontheacademicscale.
Studentissittingatatablewithverystrong
studentsandshouldhavenoproblem
participating.

ContentKnowledge

Whatcontentdoyou(
theteacher
)needtoknowinordertoteachthislesson?
TeacherneedstoknowhowmanyculturesandfamiliescelebrateThanksgiving.

Whatotherconnectionsdoyouneedtoknow?
Teachersneedtobeabletoconnectmagnetstostudentseverydaylives.Forinstance,makingthe
connectiontothestudentsownfamiliesandtraditions.Havingstudentstellwhattheyeatordo
beforeorafterthanksgiving.Thiswaytheystarttonoticethatnoteveryonecelebratesthesame.

Howwillyoumakethecontentclearandmeaningfultothestudents?
Iwillmakepriorconnectionstostudentspreviouslessonsonthanksgivingthenandnow.Wewill
talkabouthowwedosomethingsthesameastheNativeAmericansandPilgrims,butevery
familyhasdevelopedtheirowntraditionsaswell.

Whataresomecontentrelatedresponsesyouanticipatefromyourstudents?
Weallcelebratethesamewayandeveryonehasthesametraditionsnomattertheirculture.

Whatpossibleerrorsormisconceptionscouldthestudentsmake?
Studentscouldpossiblydrawsomethingofftopicandhavingnoconnectiontoourlesson.

Howcanyoucorrecttheseerrorsandmisconceptions?

IcangivethestudentscleardirectionsandevenshowthemanexampleontheboardofoneI
havedrawn.

Whataresomeanticipatedstudentbehaviors/commentsasstudentsarelearningthe
concept/sorskill/s?
Howcanyoubeprepared?

Anticipatedstudentbehaviorswouldbe:
Studentsnotfollowingdirectionsandtakingpicturesofotherthings/peoplearoundthe
room.
Studentsnotdiscussingtheirpictureswiththeirtablegroups.

InstructionalStrategies

Theinstructionalmodel(s)utilizedinthislessonis(are):

_____Inquiry
___X__DirectInstruction
_____CooperativeLearning

_____DiscoveryLearning____Simulations
_____Other/specify________________

INTRODUCTION/FOCUS
Theteacherwill
Theteacherwillaskstudentsiftheyrememberlearningaboutpilgrimsand

indians.WewilltalkabouthowwetalkedabouthowthePilgrimsand

IndianscelebratedtogetherforthefirstThanksgivingevery.Howdo
celebrateThanksgiving?Whatkindsoffooddoyoueat?Whatdoyoudo
beforeyoueatorafteryoueat?etc.
Thestudentwill
Thestudentswillparticipateinclassdiscussion,andlistentoconnections

beingmadetopriorknowledge.

Typeofformative
assessment

Teacherwilllistentostudentsresponsestoquestions.

Approximatetime

12:0012:08

INSTRUCTIONALPROCEDURE/METHOD/ACTIVITIES
BesuretoincludeContentAreaLiteracyStrategiesandESLStrategies
Theteacherwill

Teacherwillexplainindetailthedirectionstoillustrationpage.Studentswill
eachgettheirownpagetodrawapictureofhowtheycelebrate
Thanksgiving.Iexplainedtothemthatmypicturewouldcontainatablewith
myfamilyarounditeatingdeliciousfoodandachristmastreetorepresent
howweputupouttreeafterweeateveryyear.Theirdrawinghavetocontain
relevantitems.Forinstance,theycannothaveeastereggsorfireworkson

theirpapersbecausethosetwohavenothingtodowithcelebrating
thanksgiving.

Teacherwillexplainwhattododuringgallerywalkandhelpnavigate
studentstodifferenttables.Teacherwillhaveeveryonereturntotheirtables
andpickuptheirpicturesandIpads.

Teacherwilldismissstudentstotheircarpetspotsonetableatatime.Teacher
willexplainthatastheygettotheirspotstheyaretoturntheirIpadsonand
gotocameraapp.Theywillthentakeapicutreoftheirownpictureandthen
theirneighbors.

Teacherwillthencalloneachstudenttohandhertheirdrawing.Shewill
thenglueortapeittoouryellowclassroomfamily.
Thestudentwill
Studentswilllistentodirectionsandrepeatthembacktoteacherstepbystep
aswellasconsequencesandexpectations.Studentwillthengototheirtables
andworkindependentlydrawingtheirpicturetorepresenthowtheycelebrate
Thanksgiving.

Aftertheyillustratetheywilldoagallerywalkwherestudentswillrotateto
eachcolortable.Theywillsitatanychairatthetableandbegintodiscuss
withtheirgroupwhatisdifferentfromtheirillustrationandtheoneinfront
ofthem.Oncefinishedstudentswillreturntotheirtablesandgettheir
picture,ipad,andtakeittotheircarpetspots.

OnceattheircarpetspotstheywillturntheirIpadsonandtakeapictureof
theirpicturetheydrewandthentheirneighborsandmaketheiripadgonight
night.

Studentswillthensaywhattheydrewasteachertakestheirdrawingand
gluesittoouryellowclassroomfamilygallerywall.
Typeofformative
Teacherwillobserveandcorrectmisbehavioranderrorsasneededwhile
assessment
studentsdraw,discuss,andtransition.

Approximatetime
Illustration:12:0812:18
GalleryWalk:12:1812:20
Transitiontocarpetandtakepictureofdrawings:12:2012:22
Discussourclassroomfamily:12:2212:28
CLOSURE
summarizethelesson,&focusonimportantskillslearned)
Theteacherwill
Teacherwillstudentssitincarpetspotsassheexplainsthatnotallofus

celebratethanksgivingthesame.StudentswillthenturntheirIpadsonandgo
totheseesawapp.(Theyallknowhowtodothisbythemselves)Theywill
thenclickoncamerollandclickthetwopicturestheyjusttook.Theywill
thenvoiceoverwhattheydrewandhowitissimilaranddifferentfromtheir
own.


Thestudentwill

Studentwillvoiceoverontheseesawappanduploaditfortheirparentsto
see.(Allstudentshavedonethisbytheirselfmanymanytimespriortothis.)

Typeofformative
assessment

Teacherwilllistenandobservestudentstomakesurestudentsarerecording
properinformation.

Approximatetime

12:2812:30